PlainBillCongress, translated.Legislation. Context. Public interest.Received in the Senate and Read twice and referred to the Committee on Health, Education, Labor, and Pensions.
Congressional Research Service
Version 00 · Introduced in House · Jan 3, 2001
National Science Education Act - Amends the National Science Foundation Act of 1950 (NSFA) to establish and expand programs relating to science, mathematics, engineering, and technology education.Establishes in NSF a working group to review and coordinate regular and supplemental curricula in kindergarten through the 12th grade for science, mathematics, engineering, and technology.Requires the NSF Director to: (1) make grants to State or local educational agencies (SEAs or LEAs) or private elementary or middle schools to hire master teachers to provide support for teachers of mathematics, science, engineering, or technology programs, and in-classroom assistance and oversight of hands-on inquiry materials, equipment, and supplies; (2) subject to appropriations, make demonstration project grants to eligible LEAs; (3) with the Secretary of Education, compile and disseminate information on standard prerequisites for middle school and high school students who seek to enter a course of study at an institution of higher education in science, mathematics, engineering, or technology education to teach in an elementary or secondary school, and State licensing requirements for such teachers; (4) make an agreement for National Academy of Sciences compilation and evaluation of studies on the effectiveness of technology in the classroom on learning and student performance; (5) establish a program under which grants may be made for instruction of teachers for grades kindergarten through the 12th grade in the use of technology in the classroom; (6) convene a National Science Education Forum; and (7) make available through the Internet a complete field-test version of any curricular program developed with NSF funds.Authorizes the Director to award grants to: (1) secondary school and college students working with university faculty, software developers, and experts in educational technology, or to such faculty, developers, and experts working with such students, to develop high-quality educational software and Internet web sites, with priority given to mathematics, science, engineering, and technology software and sites; (2) States for assisting middle school teacher training in technology, to help reach the goal of making all middle school graduates technology-literate; and (3) SEAs or LEAs or private elementary, middle, or secondary schools, under any NSF education and human resources grant program, for distance learning integration into the education process in kindergarten through the 12th grade.Directs the President, acting through the NSF, to provide scholarships to teachers at public and private schools in kindergarten through the 12th grade to participate in Federal, State, or private research programs. Requires the Director to establish an Internet web site for use by students and teachers participating in such program.
People & committees
Rep. Ehlers, Vernon J. [R-MI-3] · R–MI
Legislative record
A procedural vote is different from passage. Passage in one chamber does not establish enactment. Explore the glossary.
Received in the Senate and Read twice and referred to the Committee on Health, Education, Labor, and Pensions.
Motion to reconsider laid on the table Agreed to without objection.
On motion to suspend the rules and pass the bill, as amended Agreed to by voice vote. (text: CR H4802-4804)
Passed/agreed to in House: On motion to suspend the rules and pass the bill, as amended Agreed to by voice vote.(text: CR H4802-4804)
DEBATE - The House proceeded with forty minutes of debate on H.R. 100.
Considered under suspension of the rules. (consideration: CR H4802-4807)
Mr. Ehlers moved to suspend the rules and pass the bill, as amended.
Placed on the Union Calendar, Calendar No. 75.
Committee on Education and the Workforce discharged.
Committee on Education and the Workforce discharged.
House Committee on Education and the Workforce Granted an extension for further consideration ending not later than July 11, 2001.
Reported (Amended) by the Committee on Science. H. Rept. 107-133, Part I.
Reported (Amended) by the Committee on Science. H. Rept. 107-133, Part I.
Ordered to be Reported (Amended) by Voice Vote.
Committee Consideration and Mark-up Session Held.
Forwarded by Subcommittee to Full Committee (Amended) by Voice Vote.
Subcommittee Consideration and Mark-up Session Held.
Referred to the Subcommittee on 21st Century Competitiveness.
Referred to the Subcommittee on Research.
Referred to the Committee on Science, and in addition to the Committee on Education and the Workforce, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned.
Referred to the Committee on Science, and in addition to the Committee on Education and the Workforce, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned.
Referred to the Committee on Science, and in addition to the Committee on Education and the Workforce, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned.
Introduced in House
Introduced in House
Primary sources
Text links open the official source. We currently store references to these documents.
Source last updated: Mar 23, 2026. Consult Congress.gov for the current record.
AI Conversation Starters
Choose a perspective, copy a prompt, and paste it into your preferred AI. Each prompt includes the bill version and available official source links, and asks for counterarguments as well as supporting evidence.
Analyze H.R.100 as objectively as possible. Explain its main provisions, who would be affected, possible benefits and harms, implementation, exceptions, and uncertainties. Present the strongest arguments for and against it, and identify evidence needed to assess its public impact.
Examine H.R.100 through a progressive lens, focusing on fairness, access, economic inequality, and effects on vulnerable communities. Explain potential benefits, costs, and unintended consequences. Consider the strongest counterarguments and distinguish stated goals from demonstrated outcomes.
Examine H.R.100 through a conservative lens, focusing on fiscal responsibility, institutional stability, federalism, and the scope of government. Explain potential benefits, costs, and unintended consequences. Consider the strongest counterarguments and any provisions that challenge this perspective.
Examine H.R.100 through a civil-liberties and limited-government lens. Consider individual rights, privacy, voluntary choice, accountability, and government power. Explain tradeoffs, possible safeguards, and the strongest counterarguments without assuming the proposal is beneficial or harmful.